Foreword .......................................................................................................................................Page 1 Quotations............................................................................................................................................... 5 Introduction - Bring Out The Human Calculator In You ..............................................................6 "Can I Really Become A Human Calculator?" ................................................................................ 7 How To Become A Better Math Student ......................................................................................... 8 Strategy #1.............................................................................................................................................10 Strategy #2............................................................................................................................................ 13 Strategy #3............................................................................................................................................ 15 Strategy #4............................................................................................................................................ 18 Strategy #5............................................................................................................................................ 20 Strategy #6............................................................................................................................................22 Strategy #7............................................................................................................................................24 Strategy #8 ............................................................................................................................................26 Strategy #9............................................................................................................................................ 26 Thoughts For Maximizing Powerful Techniques ............................................................................27 Number Games ...................................................................................................................................28 Who Is Scott Flansburg? .....................................................................................................................30

By

Scott Flansburg

FOREWORD

Next: Practice. So what else can I do now that I thought I couldn't do before? " Automatic confidence builder. students and adults alike. He will ask "how did you know how to figure this problem out?" Explain it to him. I would like to touch on this last statement concerning confidence and self esteem.025. He will now know that 45 2 is 2. Add this to the equation on the paper like this: Now ask your child to multiply 4x5 to get 20. 2 . Almost everyday. which is 4+1=5. Confidence and self esteem are the two best tools you or your child can have to live a more successful life. Practice. He will have the same thought running through his mind as most people do when they are taught this method.025! Without doubt at this point you and/or your child will be smiling. It is because of confidence in ourselves and the increased self esteem which comes with confidence that allows us to accomplish virtually anything we want. making the total answer 2.What is the square of 45? After reading the strategy you will know that all squared numbers which end in '5' have an answer which will end in '25'. or on how successful we feel we would be making one decision or another. "I never would have thought I could do that. Practice. We base our decisions on past experience. Explain this to your child and write the equation down on a piece of paper like this: Now tell your child in order to get the first part of the answer he will need to add 1 to the first digit of the number to be squared. are faced with making decisions which are directly related to our skill level (or confidence) in one way or another. Add the answer to the number 25. which is the last part of the answer.

and offer encouragement when they aren't doing so well. or your child is presented with a problem. Joey you can t stand. " Not so impressive. Why is this important? It is positive reinforcement that all of us need. dress and sleep. something is lost in many of us. I don't think it's a good idea for you to stand now. talking. running. not only as children but as adults as well. walking. what do you think the chances are for you to be successful? Not very good at all! With confidence and high self-esteem." and so on. Wait until you are 3 or 4 years old when your legs are much stronger. stop trying. there comes a day when the child is crawling across the floor and suddenly becomes aware of the couch. with encouragement from our parents. We should remember our past successes and look at our short comings as an opportunity to learn to improve on whatever it was that made us fail. Can you imagine a mother talking to her husband about their 16 year old son. we simply tried to stand again and again. "Oh honey look at Joey. You will almost never hear a parent say. Learning new things is no longer worth getting "out the camera " for. we just kept trying and the cheers from our parents supplied encouragement. Granted the first time the child attempts to stand isn't pretty but the effect is the same. although it should be. The child will now see the world from a new perspective! The child has conquered a challenge all of us have faced at one time or another. When we fell backwards onto the carpet. whether it be a math problem or another problem of day to day life. If you. We. As a parent we should encourage our children to strive for the next rung on the ladder. and if you tell yourself you are not going to handle it well. We were too young to know that we would have to walk someday.Here is an example we can all relate to: Imagine watching a 1 year old baby. "Honey. On the contrary! The parents are cheering the child on! " ' You can do it. the child is standing. he's trying to stand. as children knew little of failure. Our children's ' confidence in themselves plays a great deal in determining whether they feel they will be a success or a failure. . look Joey is standing . . Soon we would be running. Virtually every decision is made for the child. etc. This child can do virtually nothing on it's own (other than what babies do best). However. For one reason or another the child reaches up to the edge of the couch and pulls itself up. when we were young we were encouraged by our parents in almost all that we did. is it? But does Joey still need positive reinforcement of his accomplishments? He sure does! You see. 3 . The child needs it's mother or father to help it eat. standing on its own. As we grow older our parents are not as excited about seeing us walk. You can stand! Go for it!" The child's face beams with joy knowing it has accomplished something even as small as standing for the first time. talking and driving! Sometime between learning to stand and learning to drive. We should tell our children they are doing well. Mother or father happily see the child wobbling on its unsturdy legs and "out comes the camera" and cheers from the proud parents encouraging the child to stand. But at the time it was a gigantic accomplishment. . we are not afraid to fail because we know if we do fall short of success we will learn from that experience and will handle the situation differently in the future.

and it shouldn't! Each time you accomplish something successfully.Social success helps breed academic success. "Mom.If we are successful we store that feeling of accomplishment in our subconscious and use that positive thought in the future. For example. You should compliment the good and work at improving the bad. If they are not told that they achieve something good. What was good about the day and what was bad. If we are to have the future of this country which we all want and deserve we have to begin planning and acting now. If you are a parent. I really appreciate you helping me with my homework. For example." or "thank you for helping me this weekend in the yard" If you are a child say the same thing to your friends. Try cutting them out and hang them in your office or in your room. Think for a moment of the look on a small child's face when they stand for the first time. relish it. I have these quotes in my office so I will see them each day. As parents and students we have to create an environment for desire to learn more and apply that added knowledge each day. On a daily basis you should ask them what they did that day. Let them know they are special at least once a day. "I have been noticing how nice you have been looking lately. I have provided you with some quotes I feel are very important in my own personal success and I would like to share them with you. Write down the accomplishment and refer back to it when you are feeling down. Think of what you did to make the situation a success and avoid failure. Isn't it a look of enormous accomplishment? They know they have accomplished something great! They feel it and others around them are smiling. cheering. get involved with your child. they will not feel good about themselves. Read them everyday and I guarantee you will feel better and be better! . classmates and parents. taking pictures and hugging them." or "Thank you for listening to me today" Lack of communication plays a big part in losing self esteem for youngsters. As parents we should not assume that by not telling our children they have been bad that they should automatically feel good. Why does that feeling ever have to stop? It doesn't. 4 . Try to say at least one positive thing to each of your children every day.

IT IS NOT A GOAL BUT RATHER A DREAM! SUCCESS BEGINS WITH THE BELIEF THAT YOU CAN BE SUCCESSFUL ALL THE TIME! . THINK OF WHO WILL BENEFIT FROM THEM WHEN YOU ARE SUCCESSFUL! IF A GOAL IS NOT IN WRITING AND IS NOT BELIEVED IN 100%. AND IF IT IS NOT READ EACH DAY.WHETHER YOU THINK YOU CAN OR CANNOT BECOME SUCCESSFUL. YOU WILL BE RIGHT! SETTING GOALS AND MAKING CERTAIN YOU REACH THEM WILL MAKE YOU RICH! NO EXCUSES! YOU DETERMINE WHETHER OR NOT YOU WILL BE A SUCCESS TODAY! IMAGINE YOURSELF ACHIEVING YOUR GOALS EACH DAY.

Our system will not make each person who studies it a genius. The "payment" for this system is your own time and practice of our strategies. • . • Seeing that your success is a reality due to your own efforts. by avoiding math. however. You will be acquiring a more healthy self concept and attitude towards numbers and higher mathematics. 6 . • Quick and accurate recall of basic facts. The "pay back" will be the following: • Experiencing a great deal of success with math and working with numbers. . • Ability to do mental calculations quickly. those who practice the strategies will look at math and all other courses of study in a more enjoyable and more confident light. • Skill in applying the knowledge of order of operations and properties of numbers. • Skill in changing data into mentally manageable forms. • Application of a real understanding of place values..One topic that cannot be replace by a calculator is the development and understanding of what numbers are.BRING OUT THE HUMAN CALCULATOR IN YOU INTRODUCTION The primary goal for this program is to motivate. Students and adults alike who feel they are "poor at mathematics" often perform below their true ability level in other scholastic courses and in the work place. and most importantly the confidence of seeing that you are a success in a field that was a wall of stalled success only a short time ago..

Q. Your brain is probably the one organ of our body that is used the least in regards to its capabilities. Then would it be true to assume that someone who is considered a genius. For example. but it will happen. However we will encourage you to make a clear picture of the problem and then work out the problem in your head.'s. In fact you have all the equipment you need to become a human calculator now. you just don't know it! The equipment you need is your brain and desire. the answer is 'yes'. Use it more. When we learn something our brain simply files the information away and waits for a signal to bring the information up. How about using only 10% of our legs capabilities? This would require us to use a wheelchair or a cane. We should always do more to use our brain. We simply have to file the number in our memory under the category in which the telephone number falls. You have surely heard the statement that the average person uses only 10% of their brains capability. or higher must use 50% of their brain? Not at all!! In fact some of the smartest people. 7 . Using the strategies in our system are very good stimulation not to mention the scholastic and employment benefits you will create for yourself. use only 1-2% more of their brains capable functions than does the average person. so when applying the strategies of our system we will ask that you visualize the numbers as you add. Can you think how your life would change if you used only 10% of any other organ in your body? How about using only 10% of our eyes capabilities? We would surely be considered legally blind. So what are we to assume from only being able to use only 10% of our brains capable functions? Simple. or those with measured higher I. It is true. As you get more and more comfortable with our strategies you will soon see how your brain will produce the answers almost as quickly as you can verbalize the problem. It takes practice. It is nearly impossible not to visualize the numbers even if you try not to. The brain is a very interesting part of our bodies. also allows us to imagine. subtract and multiply them in your head. when we learn a new telephone number we do not have to continually repeat the number over and over until we have to use it. Reading is a good stimulation for the brain. Our brain."Can I really become a human calculator?" We are asked this question constantly. It can store things like a computer. Having either of these things happen to us would be tragic and we would be considered disabled by many standards. or has a 140 I.Q.

Practice is vital You cannot expect to read these strategies and forget about them and then hope to simply pull them out of memory at will.K. For example. • Strategies • Practice • Memory The strategies taught in our system will create a good base of self confidence and a willingness to learn other mathematical systems like calculus and algebra. you will be able to add. what is 87 cubed?" You will look at them without batting an eye and answer 658. you should have a good understanding of certain math symbols. There is such a huge wall of 'phobia' associated with math problems at an early age and it grows up with us into adulthood. When we see a math problem we tend to pull out a calculator or avoid the problem all together. Here are some easy ones: means to add means to subtract means to multiply means to divide means to multiply (5) (4) means 5x4 means to divide one figure by another. means 'when' or 'if'. and you will be right! But practice you must. means 'a' equals 20 when 'b' There are three factors which will improve your math ability and further do away with 'mathfobia'. You will have a much higher confidence level that will help you achieve higher levels of math. as thousands of students and adults have. Example: a = 20 | b = 30. Example: 10/5=2 A vertical line like '|' equals 30.503! They will be amazed.How to become a better math student After a bit of practice you will master all of the strategies in this system and you alone will become a far better student than simply using more study time doing the conventional way of math. 8 . They may say "O. However. Once you learn our strategies. multiply and subtract columns of numbers in your head! After practicing our cube root strategy have someone ask you to cube a number. Once you have a good understanding of our strategies you will look at math differently. there are other strategies you should add to your arsenal of math weaponry. smarty. You must practice! However practicing our strategies can be very entertaining and have a socially rewarding aspect to them as well.

but very easy. Our brain is very capable of retaining every bit of information we ask it to. critical thinking can be taught and must be taught.Creativity cannot be taught. I tell them. Fortunately. there isn't a massive formulation and this makes memorizing the strategies that much easier. once our students look at the strategies they seem a bit let down that there is not a mammoth formulation required to master them. .Memory helps! Memory is so natural to humans but we make such a big deal of it. The memorization of our strategies is vital. when someone tells me they have a bad memory. We can retain. 9 . For example. if that is the case try to forget something they already know! It can't be done. recall and replay every bit of information we put into our brain. however. In fact. It is simply a matter of assessing what we are wanting to memorize with something we already have memorized.

Let ' s go through this explanation. Isn't 99 real close to 100? What if we used this strategy. Look again at the problem above. Let's go through some of the obvious relations of numbers. but let 's try a little bit different approach. There is nothing wrong with thinking this. Knowing the value of the column which each number falls into is very important. Any analogy you can use to make math easier should be used. Referring to the above number. falls into the tens column making it sixty.00 minus . your brain. Now 24x1 is easy.25 cent? Sure it is. it's 24. The number 6. 99 is really 100 minus 1 isn't it? So now we have: 24x100 minus 24x1 = ? Getting the answer to 24x100 simply takes adding two zeros to the first number to give us 2.75 but don ' t forget the penny you added to the . our answer is 2. Let's convert '2. so subtract the penny back out. The number 2. representing three thousand. falls into the ones column making it seven. is in the thousands column. 10 .01 cent) and you get \$23. making it two hundred. but the whole purpose of the program is to teach you strategies which will do away with having to use the calculator you 'buy' and using the calculator you were born with. It still can be a bit difficult to work this strategy mentally. (. " Give me a calculator". falls into the hundreds column.00 and '24' to . Now \$24. So now we have 2.267 This number has four digits. 3.25 cent would give us \$23. Isn't this like having \$24. Distributive Property of Numbers is simply the understanding of numbers. Knowing the value of each column in which the numbers fall is extremely important in all of our strategies.76.24 cent. Look at the following problem: 24 x 99 = ? At first you may be thinking. we know that the number 3.400.24 cent to round it to a quarter.400' to \$24.00 minus almost . Therefore. We will assume you know this for now and move on.DISTRIBUTIVE PROPERTY OF NUMBERS STRATEGY #1 This strategy makes all our other strategies much easier to understand and operate.376.400-24. and the last digit 7. It sounds tough but let's look at the problem another way.

our children must learn a different kind of mathematics for the future from what was adequate in the past. As long as you remember that half of 100 is 50 and half of 50 is 25. confidence rather than calculation should be a chief objective of school mathematics and our nations economic future depends on the strength in mathematics education. you can work many problems in your head very quickly. far too many minority children leave school without acquiring the mathematical power necessary for productive lives. You can use it in mental manipulation a great deal. all children can learn mathematics. . 1989: mathematics is the discipline for science and technology. three digit numbers like: Now 100 is a great number to get familiar with.This may seem like a long way around to get an answer but by practicing this strategy you will be able to do this same type of problem in your head with four.According to the National Research Council. 11 .

400 be? Right. when in reality we are bringing out the Human Calculator in you! . so if 24x100 is 2. This seems a very difficult way to get your answer but when you are working with numbers like. Now add '8' to 24x50 (or 1. which is half of 100.It is proven that fewer than 40% of young adults can carry out a simple restaurant calculation such as a 15% tip.400. . (Kirsch and Jungeblut. Now we have to add 24x2 because 52 is really '50+2 '.. " 52 is very close to 50. that is only 24x50. But remember.. giving us an answer of '48'.200.28. . and we started with 24x52. the '2' is now a '4' and the '4' is now an '8'. 1986) 12 . this strategy is very handy and it will make you feel like a genius. What if we had a problem like: 24x52 Make '24' your "base number" (the number you will use as a foundation to build your answer upon) and use '52' as your "manipulation number. etc.Let 's try another one. or half of 2. 1. adding the cost of two items. what would 24x50. The easiest way to find the answer to 24x2 is to just double each number.200) and we get 1. . and you want the answer in seconds.

try doing some of the four digit numbers. Once you have completed each equation. go back and check your answers by working them out. ADDITION 14 . Do not write out your work. Try not to use a calculator. but try to work the equations in your head and write only your answer.After you have tried the three digit numbers.

4.MULTIPLICATION STRATEGY #3 This strategy is a fun one because people think multiplication is so difficult and when it is mastered you can amaze your friends. Do not let the explanation fool you. Below are some of the easier strategies to try. 4. 2 to give us a total of 46. Let 's try one slowly. 362. and coworkers. 3. 3 we will multiply 6x4 and add it to 5x1 and then add 2x8. or 58.) 15 . In Fig. 4. 5 multiply 6x5. giving us 30. Try these next problems on your own: (Write the work down as you work through this equation. In Fig. and adding the 6 which we carried from Fig. making it 8+8. and adding the 4 that we carried from Fig. The first strategy begins from the right with the one's column and moves to the far left to the hundreds column (in this case) in a crisscross fashion. teachers. Write the 2 as the next digit in the answer and carry the 6 to Fig. or a total of 45. giving us 48+10. The mental process goes as follows: Refer to Fig. Write the 6 as the next digit in the answer and carry the 4 to Fig.multiply 6x8 an add it to 5x2. 2 we cross multiply 2x4 and add it to 1x8. There are many strategies to use to break down a problem making it easier for you. plus the 1 we carried from Fig. 5. Write 36 and there you will have the answer. giving us 24+5+16. giving us a total of 36. it is a much easier strategy than it may sound. In Fig. We write the 6 as the next digit in our answer (writing from right to left) and carry the 1 to be used in Fig. 1 1x4 equals 4: we write the 4 as the right most digit in our answer. (Write the work down as we work through this equation). or 16. 3 will give us 62. Multiplication is the most fascinating of all operations to explore with numbers because you can do so much more with this process mentally. Next in Fig.664.

Try these next examples on your own. 16 .060. most expensive and most influential subject taught in schools today. Remember to keep track in your head of the base number.400.900. which will give you 358.400.660. which at this point is 300.000 and add it to the base number (300. Like the addition strategy.000. math credits account for nearly one-third of the total devoted to science and engineering. Then multiply 1x4 (which is 1x4) giving us 4 and add that to our base number to give us a new base number which is also our answer of 362. Math also accounts for nearly two thirds of total precollege instructional effort devoted to science. Let's use the example below to illustrate how this strategy works.664. The next step is to multiply the 6x4.000. you start from the left side of the problem and work your way back to the right or ones column. Now multiply the 600x80 which is 8. but realize that you are multiplying 600x500.000. multiply the 6x5. Now multiply 500x20.000. Starting from the left. which is 10. Next multiply the 5x1 (500x1) giving us 500 and add it to the base giving us 360. or 6x5 and just add 4 zeros: which would give you 300. Math courses account for 20 percent of all school instruction and 10 percent of all course credits in higher education. Mathematics is the most dominant. Now we multiply 2x4 (20x4) giving us 80 which we to add to our base giving us 360. The teaching of math involves 25 million students including 10 million secondary students and 3 million college students. add this to the base number. .The second multiplication strategy is much quicker in finding the answer with a little practice.Second only to English.600 and that brings our base number to 362. Finally we multiply the 2x8 (20x80) giving us 1. which is the hundreds column. Even higher education.000. add this to our base which is now 360. giving us 2. which is 600x4.980 and then multiply 8x1 (80x1) giving us 80 and add that to our base number which gives us 361.000) which will give you a new base number of 38. It sounds a little tough but once you practice this strategy you will see how quickly you can do it in your head.

MULTIPLICATION 17 .

If the numbers are over 100. Now subtract the difference of one number from the original number. add the hundreds unit to the right digit of the first part of the answer. For example: ADD The answer is 11.021 18 . just add the difference. start with how far from 100 each number is. SUBTRACT The answer is 9.024 96 4 = the difference from 100 difference from 100 94 6 = the 90 = subtracting 6 from 96 or 4 from 94 4x6 multiply the difference If the difference product is over 99. That gives you the first part of the answer.COMPLIMENTARY MULTIPLICATION STRATEGY #4 To teach this strategy we will be working with the following equation: To work this equation using this strategy. instead of subtracting the difference. Then simply multiply the two differences and put it to the right of the answer.

COMPLIMENTARY MULTIPLICATION 19 .

4 2 (or 4x4=16) The answer to 96 2 is: 9216 If the squared difference is larger than 99. so we need to determine. SQUARING 96 2 93 2 104 2 103 2 95 2 882 1062 105 2 91 2 85 2 1082 107 2 20 942 892 110 2 109 2 92 2 90 2 112 2 101 2 . simply square the difference that the original number was from 100 and put the answer to the right of your digits you already have written down and that is your answer. as in the case of 88 2 . so our strategy will look like this: Now to get the second part of the answer. simply add the hundreds unit to the second digit of the first half of the answer. and above 51. For example: Try these numbers using this new strategy. how far from 100 is 96? The answer is 4.SQUARING STRATEGY #5 This is the easiest and quickest way to square a number under 100. Subtract this difference from the number being squared. write this answer as the first digits in your answer. For example we will be squaring 96. Using this strategy you simply figure how far from 100 the number you wish to square is.

Look at the following equations to see how they are worked out using this exciting strategy: 21 . so we know the answer will end in '25'. multiply them together (3x4).SQUARING NUMBERS THAT END IN FIVE Whenever you have a number in which the last digit is five.225. we have a very easy technique for squaring it. giving you 12 for the answer. First because the last digit in the number is a '5' the answer will automatically end in '25' because 5x5=25. Our strategy would look like this when written out: So the answer to 35 2 is 1. To arrive at the first part of the answer you would take 3 + 1 which is 4. For example: squaring 35 could be worked out quickly using this strategy because 35 ends in a 5. In order to get the first part of the answer simply take the first digit and add '1' to it and multiply the two numbers together.

What this means is that no answer when numbers 1-9 are cubed will end in the same digit. Figure out these next cubed roots for yourself. Now look at the answers to 1-9 cubed. Now you know the second half of the answer is '6'. just look at the whole number to the left of the comma. 22 . In this case it is 175. To figure the first part of the answer.EXPLANATION OF CUBING STRATEGY #6 This strategy is good to show off with because no one would believe you could figure these equations in your head! It is also one of the easiest strategies because it is based on the memorizing of only nine numbers. between 125 and 216. Use the chart on the first three problems and try the remaining problems without the chart.616 Split the answer in half. The last digit in the second part of the answer is a 6. so in this case it would be 5. You always use the smaller of the two numbers which the whole number falls between. Now with this bit of information let's look at this example: 56 3 = 175. Look at the chart on the top of the page. and tell me which number when cubed ends in a 6? The answer is 6 because 6 3 =216. To be able to extract the cube of a cube root you have to know the following chart from memory. 13 23 33 43 53 63 73 83 93 = = = = = = = = = 1 8 27 64 12 5 21 6 343 51 2 72 9 Notice the last digit in each answer shown above is underlined. always at the comma. Between what two numbers does the number 175 fit? Right. to get 175 | 616. and notice that each answer ends in a different digit. Memorizing this chart is easy and very useful.

CUBED ROOTS 23 .

Below are SV's for each month. do not round up the number. so in this example it would be 63 | 4. December 28th). not the whole number which in this case is 63 not 1963. SV: This variable stands for "Significant Value" and will be used instead of the number of the month in question. Year: This variable requires the numbered year. Year | 4: This variable requires the year from above divided by 4.CALENDAR STRATEGY #7 This formulation is not only handy because you will use it virtually everyday but your friends and associates at work and school will be blown away when you ask them what is the year. Remember to drop off the decimal. In this case it would be 28. Here is the formula you will need. month and date of their birth and within seconds you can tell them which day of the week it was on!! They will have to check it out. but sure enough you will be right using this formula. Day: This variable requires the actual day of the month that you are working with. it is very easy. Not only is this strategy great for figuring out the calendar but uses a very simple algebra strategy! Don't be afraid. 1963 the SV of December will be 5. * If the year is a leap year subtract 1 from the SV if the month is January or February 24 . The reason for this step is to calculate the number of leap years. Let ' s go through each variable. January-0 February-3 March-3 April-6 May-1 June-4 July-6 August-2 September-5 October-O November-3 December-5 So in this example of December 28.

25 . then see how much of a remainder you have left. Figure how many 7's will go into 111. So we now have this equation to work with. 0 .Sunday 1 . Now translate that to a day of the week like this. January 19th. So what's 63 + 15 + 28 + 5? That's right 111. The 7 under a series of numbers means we will be dividing the top number by the bottom number.Monday 2 .Thursday 5 . Try these dates below and see how well you can do. 1956 April 17th.The fastest growing segment of our population are those that are most likely to drop out of the math pipeline. So first we have to figure what 63 4 is. In this case there are 15-7's in 111.Saturday You are right the answer is Saturday. so you have 6 left. but here's an easy way. The answer is 15.Tuesday 3 . 1967 March 20th.Now let's substitute the variables for numbers to figure out this equation.Wednesday 4 .Friday 6 . Now we have to divide by 7.3 but remember we drop the decimal so we have 15 leap years. The reason we use 7 is that is the number of days in a week. 1943 .

For exampl e: To figure out this equation you should ask yourself what number added to 53 equals 76? The answer is 23. the first thing to think of is "what number added to 35 equals 74?" This is a much easier and faster way to get the answer.35?". demand for mathematics in colleges has doubled. when someone asks "what is 74 .SUBTRACTION STRATEGY #8 We approach math in a positive way. ALGEBRA STRATEGY #9 Algebra is really very simple once you have a solid understanding of basic math skills. . By the way this is your first introduction to algebra `our way'! So from now on when you see this: Don't think of "76 minus 53. high demand has significantly diminished the quality of undergraduate math. But because the students who need further math development enter college weak in math. The correct way to get a subtraction answer is to reverse the question . Algebra is really basic math with complex mathematical terminology." This is the process we have been taught since we were children and it is simply not the best or the fastest way to get the right answer. as they are essential in mastering algebra. For example. therefore we like to solve subtraction problems as addition in reverse. 26 .As science and society have become more mathematical.